Aquatic Instructors’ Attitudes Toward Teaching Students with Disabilities

Abstract

The purpose was to examine attitudes of aquatic instructors (female, n = 59; male, n = 23) toward teaching swimming to students with mild to severe disabilities in an inclusive setting. Aquatic instructors from 28 states representing 75 cities across the U.S. participated in this study. Data were collected by mail with a modified version of Rizzo’s (1984) “Attitudes of Physical Educators Toward Teaching Handicapped Pupils” (renamed “Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities - Swim”). A correlated t test showed that aquatic instructors were significantly more favorable toward teaching aquatics to students with mild disabilities than students with severe disabilities. Stepwise multiple regression analysis indicated that conducting an inclusive aquatic program was the best predictor of favorable attitudes toward including students with mild disabilities, while having more certifications in aquatics was the best predictor of favorable attitudes toward including students with severe disabilities in regular aquatic programs.

Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

“…Exploratory research seeks to investigate an area that has been underresearched. Though there exist studies focused on aquatic instructors' attitudes toward teaching students with disabilities in separate (noninclusive) (Conatser et al, 2000) or inclusive aquatic settings , the current study is unique in its focus on PETE teacher candidates' beliefs in assisting and teaching students with severe disabilities in an adapted aquatic setting. Qualitative studies typically focus in depth on small samples, even single cases, sampled purposefully (Patton, 2002).…”

“…In the United States and elsewhere, researchers have focused on exploring aquatic instructors' attitudes and beliefs in teaching individuals with disabilities (Blitvich, Moran, Petrass, McElroy, & Stanley, 2012;Conatser, 2007bConatser, , 2008Conatser, Block, & Gansneder, 2002;Sato & Hodge, 2012). For instance, Conatser (2008) surveyed aquatic instructors from seven countries (New Zealand, Australia, Cayman Islands, Germany, Canada, Mexico, and Argentina) to assess their attitudes 2 International Journal of Aquatic Research and Education, Vol.…”

“…In adapted aquatics, trainees (e.g., teacher candidates) are charged with learning information that provides support in adapting and modifying equipment for students with disabilities and techniques for successful instruction of a class filled with students who have a wide range of abilities (Conatser, 2007a;Conatser et al, 2002;Conatser, Block, & Lepore, 2000). Adapted aquatic apprentice experiences may prove to be beneficial in such cases as aquatic instructors and physical educators (including teacher candidates) have as a core goal helping students with disabilities to make incremental improvements in their levels of physical activity, but also facilitating more opportunities to engage socially with peers (Ortiz-Castillo, 2011).…”

“…For instance, Conatser (2008) surveyed aquatic instructors from seven countries (New Zealand, Australia, Cayman Islands, Germany, Canada, Mexico, and Argentina) to assess their attitudes 2 International Journal of Aquatic Research and Education, Vol. 9, No.…”

Swimming in New Waters: Profiling K-12 Aquatic Physical Activity in Florida as a Viable Lifesaving Force in Physical Education

“…This repertoire includes APA. In many physical education textbooks, aquatic programs are viewed as an invaluable method to produce physiological, psychological, and social benefits for students (AAALF, 2004a;Conaster, Block, & Lepore, 2000;Fromel, Vasendova, Stratton, & Pangrazi, 2002).…”